Eff 125 011

-DOCUNENT

95-.--- .

:AMOR Wakefield, Beverly;TITLE -Perception;and Communication.INS7ITUTION ERIC Clearinghouse on Reading andSo zzunication

Skills, Urbana, ill.; Speech CommunicationAssc:Ciation, Falls'Church, Va.

SPOiS AGENCY National Insr..of Education (DREW) , Washington,D.C.

CS 501 417

PUB RATE 76 .

CONTRACT 4.00-75-0029 - - _

1..

NOTE 32p.; Theory into Practice (TIP) SeriesAVAILABLE FON Speech Commumication'Association 5205

-.7 3alls Church, Va. 22041 ($1.40 'embersnon-members)

41,

ug Pike,1.50

EDBS PRICE 1F-30.83 BC-$2.06 Plus Postage.DESCBTPIOES , *Classroom Communication; nitive Processes;

Communication (Thought Transfe CommunicationSkills; Interaction Process Analysis;*Intercommunication; *Learning Activities;*Perception; Secondary Education; *Sensitivity

.= Training

ABSTRACTShe purpose of this booklet is to provide a summary

of perception research and to suggest practical applications whichwill improve students* and teachers* communication ability. The,m theory" section of this work is devdited.to the definition ofperception as a selective process, dependent on such factorg asacuity of sensory equipment; physical point of view, psychophysicalcondition, past experience, and present needs and purposes. Themanner in which perception is used in communication and basicprinciples such as continuity, proximity, Perceptual constancy, andfigure-ground relationship yhich influence perception are alsoexamined. The "practice,* section includes exercises suitable forciassrodi isplesntation in sensitivity, nonverbal perception,listening, and awareness. (KS)

o")

***********************************************************************Documents acquired by ERIC include many informal unpublished 4

* materials not available from other sources. -ERIC makegevery.effort ** to obtain the best copy available. Nevertheless, items of marginal ** reproducibility are often encountered and this affects tfie.quatity ** of_the aicrcfiche and.hardcopy repioductions ERIC makes available *4e_ the ERIC Document Reproduction Service ( 0s).-2D2S i mgt - *

* responsible for the quality of the original document. Reproductions ** supplied by EDRS are the best that can be made from the original:* ********************************************ir**************************

4

ED 125 011

AUTHOR . Wakefield, BeverlyTITLE PerCeption and Com unication.INSTITUTI?N ERIC Clearinghouse on Reading and Communication__

Skills, Urbana, Ill.; Speecb CommunicationAssociation, Falls Church, Va.

* ONS AGENCY . National Inst. of Education ADHEW.), Wi,,shington,,D.C.

PUBDATE 76CONTRACT 400-75-0029NOTE 32p.; Theory into Practice (TIP) SeriesAVAILABLE FROM Speech Communication Association, 5205 Le- .urg Pike,

Falls Church, Va. 22041 ($1.40 members, 1.50non-members)

EDRS PRICE MF-$0.83 HC-$2.06 Plus Postage.DESCRIPTORS *Classroom Communication;'Cognitive Processes;

Communication (Thought Transfer); *CommunicationSkills; Interaction Prodess Analysis;*Intercommunication; *Lrning Activities;*Perception; Sedondary Education; *Sensitiviti-Training

DOCUMENT RESUME

95 CS 501 417

ABSTRACTThe purpose of this booklet is to provide "a summary

of perception research and to suggest practical applications whichwill improve students' and teachers' communication ability. The"theory" section of this work is devoted to the definition ofperception as a selective process, dependent on such factors asacuity of sensory equipment, physical point of ,view, psychophysical'oondition, past experience, and present needs and purposes. Themanner in'which perception is used in communication and basicprinciples such as continuity, proximity, perceptual constancy, andfigure-ground relationship which, influence perception are also.examined. The "practice" section inbludes exercises suitable forclassroom implementation in sensitivity, nonverbal perception,listening, and awareness., (KS)

***********************************************************************Documents acquired by ERIC include many informal unpublished

* materials not available from other sources.ERIC makes every effort *,* to obtain the best copy available. Nevertheless, items of marginal ** reproducibility are often encountered and this affects the quality ** of the microfiche and hardcopy reproductions ERIC makes available ** via the ERIC DoCument Reproduction Service (EDRS). EDRS is not

. ** resionsible for the quality ofthe original document. Reproductions ** supplied'by EDRS are the best that can be made froA the original. **********M******************************************/*****************

4

U S DEPARTEDUCATNATION

ED

tHS OOCUME NDuCED EXACTLTHE PERSON ORATING IT POINTSTATED DO NOTSENT OFFICIALEDUCATION PO

ENT OF NELTH.N L WELFAREINSTITUTE OFCATION

HAS BEEN REPRO-"AS RECEIVED FROMRGANiZTiON ORIGIN-OF VIEW OR OPINIONS

NECESSARILY REFIRE-ATIONAL INSTITUTE OF

ITIoN OR FOLIC

) Perceptionand

Cornm,unicatio

Beverly WakefieldOdess.a High School, Texas

ERIC Clearinghouse on Reading and Communicat1111 Kenyon Road, UrbanaIllinois..61801

SCa. Speech Commgnication AssoCiation"Gs 5205 Leesburg Pike, Falls Church, Virginia 2

2

Speech Communication Association Publications 1.BoardDavid Mortensen, University of Wisconsin, Madison, Chairman/ Carroll Arnold, Penn-Sylvania State University / Rita C. Nare-more, Indiana University, Bloomington /Russell R. Windes,Queens College, New York/ William. Work, Executive Secre-tary, Speech Communication Association Consultant ReadersGeorge Gunkle, 'California State University, Northridge/Thelma Calso, Charleroi Area High School, Charleroi,Pennsylvania.

Staff Editor: Dorcas Rohn

Published July 19761

ERIC Clearinghouse on Reading and Communication Skills1111 Kenyon Road, Urbana, Illinois 61801Speech Communication Association5205 Leesburg Pike, Falls Church, Virginia 22041Printed in the United States of AmericatThe material in this publication was prepared pursuant to a con-tract with the National Institute of Education, U.S. Departmentof Health, Education and Welfare. Contractors -undertakingsuch projects under governmentsponsorship are encouraged toexpress freely their judgment in professional. and technicalmatters. Prior to publication, the manuscript was submitted tothe Speech Communication Association for critical' review anddetermination of professional competence. This publication hasmet such standards. Points of view or opinions, however, do notnecessarily represent the official view or opinions of either theSpeech Communication Association Or-the National Institute ofEducation.

Foreword

The Educational Resources Information Center (ERIC) is anational information system developed by the U.S. Office ofEducation and now sponsored by the National Institute ofEducation (NM). It provides ready access to descriptions ofexemplary programs, research and development efforts, andrelated information use?ul in developing more effective educa-tional programs.

Through its network of specialized centers of:clearinghouses,each of which is responsible for a particular educational area,ERIC ,acquires, evaluates, abstracts, and indexes current sig-nificant information and lists that infOrMation in its referencepublications.

The ERIC system has already made availablethrough theERIC Doc ment Reproduction Servicemuch informativedata, mclu II g all federally funded research reports since 1956.However, if t findings,of specific educational research are tobe intelligible teadhers'and applicable to teaching, consid-erable bodies of data must be reevaluated, focused, translated,and molded into an essentially different contexVRather thanresting at the point of making research *reports readilyaccessible, NIE has directed the separate.ERIC Clearinghousesto commission from recognized authorities infoi ination analysispapers in specific areas.

In addition, as with all federal educational informationefforts, ERIG has as one of its primary goals bridKing the gapebetween educational theory and actual classroom practices. Onemethod of achieving that goal is the development by the ERICClearinghouse on Reading and Communication Skills (ERIC/RCS) of a series of sharply focused booklets based on concreteeducational needs. Each booklet provides teachers with the besteducational theory and/or research an a limited topic. It also

4

presents descriptions of classroom activities hick are related tothe described theory and assists the teaq er in putting thistheory into practice.

This idea is not unique. Nor is the series title: Thqory IntoPractice (TIP). Several educational journals and many tommer-cial textbooks provide teachers with similar aids. The ERIC/RCS booklets are unusual in their sharp focus on an educationalneed and their blend of sound academic theory withested class-room practices. And they have been developed because of theincreasing requests from teachers.to provide this kind cif service.

Topics for these booklets are recommended by the gRIC/RCSNational Advisory Committee. Suggestions for, topics to becotwidered by the Committee should be directed to theClearinghouse.

5

Ber'nard O'DonnellDirector, ERIC/RCS

Theory

What causes two people, or several people, to see the sameevent yet describe the happenings differently? Consider thearguments that have resulted Over disagreements about whatwas seen. Two people witness a, bank hold-up, yet both give thepolice different versions of what happened. They even differ as tohow the robbers looked physically and how they were dressed. Inshort, the two people saw the same event but perceived itdifferently Cfirnmunication break-downs often occur betweenindividuals ag a result of inaccurate perceptions. Our purposehere is to provide an understanding of perception and its

'Instant

to communication. Televised football games with'Instant replay have eliminated many confl with our percep-tion of a happening in a football game. Unfortunately, we cannothave an "instant replay" in our daily living. Our observations, fOrthe most part, are one-shot opportunities. A study of perceptionwill hopefully improve our ability to perceive and, thus, not Onlyenrich our lives but also increase our ability to communicateeffectively.

What-Is Perception?It has been suggested by many people that the nature of

perception is difficult to explain, perhaps because "we are tooclose to it to be able to see it clearly." Because we are all__perceivers, discussing the process of perception, is much liketrying to explain the earth's position in the Milky Way. Nonethe7less, workable definitions 9f perception are available such asthis one: "Perception N th'e process by which you filter andinterpret what your senses tell you . so you can create ameaningful picture of the world."2 Thus, perception is how wesee things; it involves all of our senses (seeing, hearing, touching,tasting, and smelling), although the senses most commonly used

2 PERWPTION & COMMUNICATION,,

in communication are sight, sound, and touch. Through percep-tion. we give meaning to the things and people around us. Weidentify or select, then we organize and interpret what weexperience. In order to perceive an object, we need the perceiver,the object (or person), and the situation.'

Generally, all people perceive differently because perception-is based on our motivations, expectations, and personal experi-ences.' The process by which we determine what to perceive iscalled se/ective perception' Due to this selective process, we Mayomit items, add, or even change what we see or feel or hear. Oftenin speaking, we filter out information that we do not want tohear. Not all decisions that we make in selective perception areconsciously controlled;'we sometimes unconsciously choose whatwill be perCeived. Obviously, we cannot be selective in ourunconscious perceptions., bilt when we do have a choice in whatto perceiVe, how is this decision made? How do we know what toselect? Sarett, Foster, and Sarett5 have suggested five' deter-mining factors in selective perception which play a role in speechcommunication.

1. Acuity of Sensory Egnipment. As individuals, most of us arenot equipped with perfect sensory organs. This means that weeach have diffei-ent abilities to interpret our world; we do nothave the same eyesight, hearing, sense of'tduch, and so on. Ifwe are weak in one area, we tend to make up for this lack withone of our other senses. What we select to perceiye, therefore,is.somewhat deperidenron our sensory equipment.

2. Physieof Poiot of View. Our physical proximity to,,an object,person, or event influences our selection. Sometimes we are toofar away or too close or in an unbalanced locationallinfluence what.we choose to perceive.

3. Psycho-Physical Condition. An existing .ryiood or feelingdictates to some degree what we perceive. 'If weary or sad, weare not as apt to be alert or interested. We select according toour moods.

4. Past Experiences. As indicated' eanlier, our past experiencesplay a vital role in perception. We respond to given situationsbecause of our former Oxperiences and, thus, pick out whatWill be perceived.

5. Present Needs and Purposes. The demands of the presentsituation dictate what will be ,perceived. We perceive what-ever will satisfy current requirements. .

THE9R# 3

Ow' perceptions, therefore, differ from those of other people.Frequently, we see orhear only what we want to see or hear andignOre all else. Our perceptions depend 9n our interests,baCkgrounds, and expectations. To.a large degree, what we seeor hear is dependent on what we expect to see or hear. Forexample, when the president of the United States it deliveringhis State of the Union message, those listening begin ?vith certainexpectations about the speech. Some listeners may expect him todiscuss accomplishment, of his ad m inistKation and plans for thenew year, while others mhy expect him to)nake political attacksor criticize his oppositipn. When the speech, is delivered; thevarious listeners respond to the message on the basis of what theythink they heard. The same speech may well express differentmeanings to different people because of different expectations.This same principle occurs again and again in the classroom.Students respond.- to a teacher's' instructions from,what they.th ink they are hearing. Because of a variance of expectationswhich dictate what students think they arehearing, there will bea variety of completed assignmentssome will be accuratelyexecuted! and- others will be totally incorrect. Interpretationsdepend on what we think we hear. Thus, we may.conclude thatthe perceptual process we all experience is a vital part of com-munication. To speak accurately, we must perceiii, accurately;to avoid unpleasant misunderstandings, we must perceiveclearly. The most successful communicators are those individ-uals who take the time to attempt to perceive_objectiVely andfairly.

We know, of course, that our perceptions are not always clearand ,o.ccuate. In eommunicating-with others, we often' ,givefaulty explanations or information because of weaknesses in ourown perceptions. Probably the largest obstacle,to clear percep-tion is our inability to take the time to think or observecarefullywe get in such a hurry with the routine of daily living.Time is a key factor.In haste, we make poor judg ents; we Missimportant clues: we say things that we really do nomean to say*

-Often

or prejudice can also be an Obstacle to clear .perception.-Often we see and'hilieve whatake want-to see and believe, and inmany cases, nothing can change our mindS. If out relationshipwith others is to be meaningful, it is imperative that Wecommunicate accurately, thus, erasing obstacles .to clear perception.

Often, difficulty arises in communication because of dif-ferences in perception. How can we be sure whose judgment is

8

.

PERCEPTION & COMMUNI CATION

correct? While there are sure methods of checking foraccuracy, there are steps.we can take to improve our perceptions.First, we can learn to be more observant through more alertlistening and devoting more of our attention to what is going onaround us. Second, we can admit that errors can and do occur inour perceptionS and,bo willing to recognize that it is oftetiimpOSsibleto'determine the "truth" in a given situation. Third, tocheck forccuracy ourperceptions,,we can habitually learn todo one or acombination of the following-things6:

1. ( 'heck with Other People. Sometimes it is possible that someoneis present who could verify our perceptions. For example, ifyou and a friend attend a special program, you can check with(Itch other for accuracy in your perceptions of what the

,,...ipea,ker said. Or if You observe a,car wreck, yoU could-checkwith another pedestrian (perhaps a stranger) to determine ifyou saw the accident in the same way.

2. Check by Repeating the Observation. In some situations; it-isfeasible to repeat the observation. If you are shopping for anew coat, you may find one you like, but you may want tothink about it awhile before purchasing it. After leaving the'store, you may decide that the coat was not very .attractiveafter all. based upon your memory of certain characteristics.To check your perception, you can merely go back to the storeand look at the coat again. Of course, it is hot possible to useThis check Tor accuracy in all cases, for many events happenonly one time with no allowance to repeat the observation.

3. ('heck by (sing Other Senses. MoSt of our perceptions aredetermined by what we see, but we can often check by-usingan6ther bf our senses. For example, if\ you see a glass of milkthat, looks sour, you automatically check by smelling or tastingit, Or, perhaps you have fumbled around under your bed,trying to i'ind your left shoe. You find one thi: feels like yourleft shoe. but you look at it to make sure. USin two or moresenses is a relatively easy and logical way of c ecking our

. perceptionS.

4.-Check by Recalling Post Experiences. Occasionally\,\we can -

check a vague feeling or perception in the present by recallinga past experience. If friends invite you to a party and youexperience a negative 'response, you might attempt to recallwhat happened the la. gt time you joined that particular groupof people.

or,:

4 9,

a , TilEoRN' 5

How Is Perception Used in Communication?Obviously. perception is the basis for communication. In our

relationships with other people, we not Only perceive them asindividuals (sometimes stereotyping) but also rely upon our.pwnperceptions while communicating with them. We perceiveexperiences. feelings, and ideas and share these perceptions withthose around us. In addition, all of us perceive conscious andunconscioUs messages daily. Some of these messages:registerwith us: others we ignore. For.example, how many of us noticed'the color of the eyes of the last listener with whom welcommunicated?

One pr.oblem in communicating is that we often use a ptocesscalled projection or interpret actions of others on the basis of howor what we ourselves feel.. For example. when we are happy and'smiling, others we encounter tend to appear in t same mood; ifwe are de ressed, those around us also seem downcast. Inaddition, w are more likely ._to perceive p ople we like ascpnsistent w th our own thinking and ,attitu es, and those wedislike ask h ving opinions, and beliefs di ferent from oursmob rdiess of t cir actual feelinOs.

Not only do We rely upon our perceptions of others in order tocommunicate, t we must remember that others are alsoberceiving us. So etimes we associate others with a particulargroup or give them personal attributes that aid in Ourcommunication w them. This process Of stereotyping, whileconwient, can ofte hamper productive communication:we must be ex tremel careful in our perceptions of other peopif we are to succeed in' Our relationships with them. InStead ofrapid stereotyping, .velre'ed to keep our minds open and observecarefully in order to perceive more than a mere first orimmediate impression.

Finally, our pereeptionS of language influence our behaviorand attitudes. We know. that politicians and advertisers. relyheavily on words to sell their respective products. How weperceive language is going to affect our communication withothers. We are familiar with the concept of "loaded" words andthe fact thathuman beings respond differently and emotionallywhen certain words are used.

What Are the Basic Principtes of PerceptionascUsed in Commur h ation?

Several experts have suggested factors which influence.perception in the communi ation proCess. Psychologists have

f7

6 PERcEPiloN & COMMUNICATION

revealed that perception involves more tfian merely the reactionsof our Senses. Certain principles haye been established thatexplain how our brains react to a given situation. For the mostpart, we gain'a majority of our iyiformation.from what we see,

ear, feel, and smell; hoWever, eyesight is generally most useful.are forced to "unscramble" what we see and this is often done

o e basis of the following principles?:Flip( re-Ground. Whenever we view a scene, our brain is able to

distinguish between the actual figure that we see and thebackground surrounding it. For example, if we -walk into acrowded room, we are aware of the mingling people, the walls,the furniture, but we see our friend (the figure) in the midst of allthis and are able to separate our friend from the background. hrother words, the figure stands out from everything else. prperhaps when we see a fresh chocolate cake on the kitchen stove,we are aware of the stove and surrounding objects, but we focuson the cake (the figure) apart from its background. Oftep.we-distinguish the-figure from the ground on the basis of "ifsshape, or color, but ,factors such as expectatiCies, beliefs, andfrequencies of past experiences also play a role:

Closure. In the event that all information is not present, ourbrains are capable of closing the gaps to make a complete figureor event. Consider the following:.

The figures are not complete_ but because of the closureprinciple, we tend to close the gaps and perceive a triangle, amessage, and a' Can -of peas. We often do the same thing inlistening, that is, we do not always hear every word that is beingspoken but rather close the gaps and perceive a message from thebits and pieces that we do hear. This-same principle is used as weacquire impressions of other people. We characterize individualsby closing gaps, although we do nbt know all there is to knowabout them. Obviously, the closure principle often leads to somehasty (and unfair) conclusions.

11

THEopiir

( 'at/tin/4 ity. We often group items together because they seemto be following a continual direction or a particular pattern.Many times, our perceptions are inaccurate betanSe of this-principle. For' example, in listening to a speaker:- we may mis-interpret the message if it varies fronythe course that we expectthe speaker to take. Because the spea.ker has certain 9points, We ma, wrongly.as?rne what follows, especially whenthere is a switch in,!PriVression.

Prfithrri* Any time two or more items are close together, we-Ind, because of the prirwipleof proximity'or nearness, to group

them together, even if there is no relationship between them. Forexample, at the grocery store we tend td perceive all of thetomatoes as alike, when, actually, one may be juicy and ripe andone next to it May be rotten and full of worms.,0r, in listening tospeakers representing the same' organ izatiori-T-such its' two

Mocrats-; tCvoleaders of the AFL' -CIO, or two members of theAmerican Medical Association -=we may perceive their mes-sages to be alike because of the proximity principle, when inreality the-messages are quite different in message and tone.

Common Fate. Movement in the same direction"tends to groupelements together. Such an event creates a pattern that seems toconstitute a whole unit. Regardless of other items that may bearound, we perceive the moving elements apart from all else. -Amob of people marching down the street toward- the Capitol isperceived, not as individuals, but as a huge mass moving in thesame direction. A swarm of ,bees racing to the,hive is alsoperceived as a whole. Similar motiontends to create a patterr ofunity.

Similarity. We often group elements together because theyare similar to_one another in shape, size, or color; thus we seethem as parts of a pattern. For example you may see a car that is

,' similar to your own in color and stylei thus, you pei-ceive the carviewed as pretty much like yours in performance, price:arid soon. Friendships are based largely'on this prriviplewe tend toassociate with those who have similar likes and dislikes to ourown. ;

Pereeptual Omstancy. Once we have established a particularimage of an item, rarely will we change our perceptions. Weoften consider elements stable and unchanging after we haveformed our interpretations. Therefore, if we view items from adifferent angle, under different lighting, or from a differentdistance, we .still maintain our original-perceptions. In a dark

12

PERCEPTION COMMUNICATION

room, we perceive arhipple to be red in color, when, actually, itdoes not show up as red in the darkness.

In summary, we should recognize that there are things we cando to improve communication through an understanding ofperception. Realizing that much of what we perceive is based onwhat. we expect to seq or hear or happen, we can enlarge ourrange of expectationl!-,In short, we need to decreas'e ourstubbfim Well-established.attitudes.and be willing to expect theunexpected. If we can learn to perceive with a more open mindand an awareness of perceptual bias, we will likely improve ourcommunication with othei-s.

The exercises in the following section are writtenfor.the use ofsecondary school teachers!!..Of speech And/or English. Sinceemphasis in_ communication education is shifting from publicperformancg to interpersonal approaches, a fundamental aspectof instruction is awareness of experiences, observations, andfee.linFs. Although the majority of our knowledge about percep-tion was developed by psychologists, most of the sources used forthe exercises'stem from writers in speech communication. Theintent here is to remphasize experiences of perception incommunication. -4,

NOTES1. John Platt; Perception and Change'" (Ann Arbor: University of

Michigan Press, 1970), p. 25.

2. Kathleen Galvin and CassaiT4' Book, Person-to-Person: An Intro-duction to Speech Communjeation (Skokie, Ill.: National TextbookGo., 1973), p. 22.

3. William Wilmot, Dyadic Communication (Reading, Mass.: Addison-Wesley Publishing Co., 1975), p. 60.

4'. Ralph Webb, Jr., Interpersonal Speech Communication (EnglewoodCliffs, MI: Prentice-Hall, 1975), p. 113.

'5: Lew Sarett, William Trufant Foster, and Alma Johnson Sarett,'" Basic Principles of Speech (Boston: Houghton Mifflin Co, 1958),

p. 379.

6. Gail Myers and Michele Myers, The Dynamics of Human Communi-cation (New York: McGraw -Hill Book Co., 1973), pp. 25-26.

7. Webb, pp. 105-110.

13

Practicei,

Visual IllusionsVarious commionication books contain pictures and diagrams

that provide clevr perception problems. A'worthwhile book touse is The Dynamics Of Human Commgnicatiom by Myers andMyers. Students usually enjoy such drawings and increase theirunderstanding of perception by looking at them. Other simpledemonstrations of perception puzzles or visual illusions includethose found below. In figure A, describe the top, middle, and

- bottom of the figure. In figure B, are the lines crossing the circlehorizontally parallel with one another? In figure Q, stare, at thetittle bar in the center; your mind will perform all sorts ofperspective gymnastics as you seek different patterns.

a

14

10 PERCEPTION & COMMUNICATION

Woi-cl Puzzle

In order to give the students a 'familiarity with terms andwords used in the study of perception and communication, thefollowing vvord puzzle is presented as a means of reviewing andemphasi'zing basic principles. The students can work individ-ually or in groups of two or three. The students are to fill in theblanks for Ole following statements. They are then to locate and

..,4"` circle the answer in the word puzzle. rs may appearhorizontally, vertically, backwaints, iagonally.

Fill in the blanks:*5

A. (Perception) is how we see the world.

B. In order to improve our relationghips with others people, weneed to concentrate on clear, accurate (communication)

C. Perception is the process by which we (filter) and (interpret)what our senses tell us,

D. Our senses allow us to (see) ,"(smell) , (taste) , (touch) , and(hear) .

E. One obstacle to clear perception is our failure to take adequate(time) .

F. It is possible for us to check for (accuracy) in our perceptions.

G. Whenever we determine what will be perceived, we are usingthe process of ( lective) perception.

H. In closing the gaps of things we see and hear, we use the prin-ciple of (closure) . ,

I. We group things together which are near each other becauseof the principle of (proximity) .

J. In order to keep from being (bored) with monotonous(routine) , we need to be more (aware) of the wonders

around us.

K. " (Variety) is the spice of life."

L. Words which create an emotional reaction are called .(loaded)words.

M. Whoelier finishes this puzzle first is going to get a (reward) .

15

PRACTICE 1;1

N. In order to insure corr t perceptions, we need to conduct a(died() .

0. We need clear percepti in order to (speak) with precision.

T. Perception depends on the use of all of our (senses) .

Q. Texture of an item is usually determined by (touch)

R. With our perceptions, we (identify) , then (organize) , andfinally interpret whatever we (experience)

S. We perceive differently because our perceptions are based onour (motivations) ,.(expectations) , and personal experiences.

T. To perceive well, we must (observe] ,constantly with openminds.

R T Z M S H

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16

12 PI:RcEPTIoN & COMMUNICATION

Abe We Aware?So much of What we do and say and see is automatic. In a sense, -

we often act like-robots, paying attention to little or nothing. To-illustrate our lack of awareness, ask your students to'answer thefollowing questions:

A. What color are your mother's eyes?B. How many trees are in the front ya'rd of the house across the

street from where you live?C. What color is your math book?.D. When and where did you' meet your best4riend for the first

time?E. What did you have for lunch yesterday?,F. When was,the last time you saw a flower in bloom?G. What was the name, of thp last book you read just for fun?H. Describe vividly the scene from your bedroom window.I. What brand of handsoap do.you use at home?

J. Without looking, what color of socks are you wearing? Whatcolor of shoes are you wearing?Describe the cover of 'the latest magazine you.have (lookedthrough.

L. Can you describe the paintings or pictures hanging in yourschool library?

M. When was the last time-you watched the sun rise?N. What did your English teacher wear to school on the day

before yesterday?0. What color is your comb?P. How many,stop signs do you pass on your way to school?

Talk about reasons for our lack of awareness. Why is awarenessimportant to communication?

Sensitivity ExercisesOr* of the'reasons for problems in communication is that we

simply are not observant. Although most of us are bornwithnumeroussenses, we seldom use our senses to capadity. By beingmore aware and observant, we are better able to communicateclearly and accurately. To, increase usage of our senses, try someof the following sensitivity exercises and encourage the students

I to share their perceptions orally with others.Sound. lostrucfthe students to close their eyes and listen to the

sounds in the classromi. -Each person makes a list of all thethings that he or she can hear (tick of a clock, slamming door,footsteps outside, etc.). After about Ow minutes, compare thelists aloud. Did all the students hear the same sounds?

Bring a tape recording-of various musical selections, Include)rock, jazz, western, opera, instrumental, religious, and classical.

PRACTICE 13aj

Have the students listen to the tape; then talk about theftreaction to the different types of intisi.What did they like?Dislike? Why? What were the students thinking about as theylistened?

Take the students outside and find a place\ where they can 'sitand listen to sounds. After a period of silence, have the 1.31kabout the_experiei,ce. Are the sounds more obvious 6utside Thaninside? Harder to distinguish? More varied? Talk about dif-ferences in classroom sounds as compared to'outdoor sounds.

With a cassette tape recorder, visit a variety of places andrecord the sounds for a few' minutes. You might choose! adepartment store, ballgame, restaurant, airport, movie theatre,bowling alley, elementary school playground, library, servicestation, laundromat, or others. Play the recording to the studentsand have them identify the places where the sounds originated.You might even offer a reward to the individual who-correctlyidentifies the most places. Let the students talk about theirperceptions of the various. sounds.

Touch. Prepare a number of paper bags that contain unusualtextured objects, such as an artificial flower, seashell, odif-shaped piece of jewelry, 'figurine, stuffed animal or bean bag,fishing reel, or whateyer. If possible and practical, prepare onepaper bag for each student in the class. Have the students orallydescribe the objeets in the sacks by feel only. If they recognize theobject by*el. they,shou Id not identify itbut should describe itsshape, size, and teitre to see if class memlaers can guess what itis. Talk about the difficulty in identification by touch.

Assign individual students items to describe. They may notidentify the object but must communicate how the item feels.They should describe its texture by using vivid words andprecise language. Some possible items might include the follow-

' ing: snake, needle, grass, thistle, clay, velvet, Jell°, pine cone,sand, paint brush, grape, auto tire, baby, hammer, and canopener.

Sight. Select a day to have your desk cluttered with manyitemsanything from ping-pong balls to firecrackers. Try tohave from 50 to 100 different objects. Ask the students to list allthe things they see on the desk and then share their lists with therest of the 'class. Have the, students discuss what they saw andwhat they failed to notice. POint out the differences that occurredin the description of the items. Did all the students identify theobjects with the same wording?

Show the students a bookcase full of books(located in an office,

18

14 PERCEPTION & COMMUNICATION

library, or another classroom). Ask the students to describe whatthey see. What information can be gained from viewing thebooks? What cane determined about the person to whom thebooks belong?

To illustrate the influence of place and space on communica-tion, take the students to three different offices or rooms. Havethem describe the differences, such as furniture arrangement,decorations, and use of color. What conclusions can be drawnfrom' view ing the three places? Whattype of communication .°

relationships exist in each place?

Visualizing. Instructions,Inttruszt the students to draw whatever they envision from the

following explanations. The idea is to note differences in percep-tion and apply checks for accuracy.

Choose or create several simple geometric-type drawings. Donot shoyv the diagrams to the students, but give them basic, easyinstructions on whAt, to draw. Do not repeatany of the directions.Do not allow the students to ask questions. Be sure to plan inadvance exactly how you will give the directions. Some possiblediagrams include the folloWIng:

, When the students have finished, allow them to check foraccuracy of their perceptions by using any method of check thatwas discussed in class: For example, they may check with otherswho.also d id 'the drawing, or they may ask fora repeat of the totalexplanation.

You might also assign each student the task of devising andcommunicating a simple drawing to the class. Suchan activitygives practice in perceiving without seeing for class members,and practice in distinct, accurate communication for eachdirection giver.

Find a description of an uncommon animal. Read the descrip-bon to the class and let the students draw what they perceive.Animals that you'might use include' the Uganda kob, Mongolian

1

PRACTICE 15

gazelle, Alpine marmot, mongoose, or African impala. A com-plete example is given here:

gnuthey are of rather larke size and compact build, with a largeox-like head and short mane; the horns, which are present inbotbsexes, curve downward and outward and then up, and their basesin old individuals form a frontal shield; the tail is longand flowing,and there is long hair on the throat!

In groups of four or five, allow the students to compare theirperceptions of the animal with others. Encourage them to talkabout any misperceptions that may have occurred and why.Were there some students who would not even try to draw theanimal? Ask them to explain why.

Select a number of well-known roles that people play. Writeeach one on a slip of paper. Suggestions are enemy, movie star,imp, animal lover, athlete, mother, dancer, thinker, tyrant,Mend, and bookworm. With masking tape, affix a role to theforehead of each student so the student cannot see it. Instruct theStudents to stroll around the room, chatting with one another.Their verbal and nonverbal responses to questions should reflectthe role taped to the forehead of the other person withoutrevealing what that role is. After 10 or 15 minutes, have thestudents draw a picture of the role they believe has been assignedto them on the basis of reactions and cesponses of theirclassmates. When all have finished;Temove the signs and showthe drawings to the class. This same exercise could be performedorally by having the students describe their roles as perceived.Encourage the students to discuss the experien&.

Walk-AroundSo that the students can gain pirictice in observation and

awareness, ask them to walk around the room at random (youmight even play music). After three or four minutes, call a haltand ask the students to select the person closest to theril for apartner. The two partners are to say nothing and observe eachother carefully. After about one minute, have the students turnaway from their partners and change three things about theirappearance. For example, they could take out their shirt tails,untie their shoes, remove jewelry, or whatever. After about aminute, ask the students to turn back to their partners. Thechallenge is to see if they can perceive the-changes' in theirpartners. You might even try the same exercise again, beginningwith another walk-around and insisting that everyone have anew partner. After the experiments, a discussion of the episodewould be appropriate.

20

16 PERCEPTION & COMMUNICATION

Perceiving and Space'On a nice day, take the students outside (each with paper ind

-pencil> to -a quiet, remote place on the school campus. Ask eachstudent to lOcate an item (car, sign,llower, leaf, some trash, etc.)that is'situated at least fifty feet away. After studying the chosenobject for a few minutes, each student should write a compre-hensive description of the item. When all the students havefinished, instruct them to move within ten feet of their chosensubject and write additional observations. Next, have thestudents encounter the subject directly by using all appropriatesenses (touch, smell, taste, sight, and hearing). After becomingdirectly acquainted with the chosen item,.the students are, towrite 'additional comments about their observations. Uponcompletion of the written descrikitions, have the students readtheir papers to the class. Discuss any changes that occurred inthe description. Can others in the group perceive things thatwere omitted frbm the description? Was the description vividand accurate? Talk about the differences that space made'in theperceptions of an object.

Unannounced ObservationArrange to have one or two drama students (or other likely

persons), dressed in weird costumes with crazy make-up, dashunannounced into your classroom. They should shout a message(perhaps part of it even in a foreign language) showing anemotion,such as anger or fear. They might even wrestle witliOneanother or carry some unusual props. Use your imagination inplanning this scene, which should last about thirty seconds. Thenhave your "actors" make a fast 'exit. Ask the class to, write aparagraph on what they saw, describing the characters,'dialogue, and event.. Have the students read the papers albud tothe class and talk about the differences that they perceived. Askthe "actors" to return and perform the same scene again. Allowtime for the class to discuss the experience and how they reactedto the episode.

Listening and PerceivingSend five students out of the classroom. Select a short story or

a picture to show the class. Choose a simple story from amagazine or book of short stories about five minutes in length. Ifyou prefer, you can tell She story rather than read it. Theselection must be exciting, 'Must hold the students' interest, andmust have some detail. If you choose a picture for this activity,find a large one that has some intricate details. Discuss the

'4 it.

PRArricE .17

picture with the class before trying to describe it to those studentsoutside the classroom. After telling the :story (or showing- thepicture) to the class, ask one of the students in the class to relateher perceptions of your presentation to one of the students sentout of the room. In turn, that student will tell ber perceptions tothe second student who in turn will relate her Perceptions to the'third student-and so on until all five of the students are back inthe classroom. The last Student is to recount her perceptions ofwhat was heard. Discuss With the class the differences betweenthe original oral presentation and the final per.ceptions from thefifth student. What was different? What Oas changed? What wasomitted? What was added? Point out the variance that weexperience in our perceptions and discuss why. 'You might trythe activity again with a different story to see if the next groupwould be more aware having learned from the first groupsexperience: .

Nonverbal pereeptiOns.We often perceive messageson the basis of nonverbal'commu-

nications. Just as in speaking, we can misperceive messages thatare delivered nonveqbally. Many authorities argue that more'communication is atthieved nonverbally than verbally. Practicein nonverbal communication can strengthen our ability, toexptio, our mtanings to other people. Try the following:

Have the students plan a 30-second pantomime in which theyattempt to shoiv their classmates how to do something. Allcommunication must be nonverbal. .

Put a list of emotionssuch as joy, -fear anger, surprise,anxiety, jealousy, hopefulness, delighton small slips of paper.Eac,h student is to draw a slip of paper and convey the emotionwritten on that slip to the rest of the class without using words.Emphasize the need for variety in gesture and movement.

Ask the students to prepare a brief two-minute speech inwhich their gestures and body movements contradict what theyare, saying.

Take the students to a place where they can observe whilemaking sure they stay out of ear-shot. HaYe them make a list ofnonverbal activities. What messages were being conveyed in thenonverbal movements? Have them make another list Of nonverbalmessages that re usually universally accepted, such as noddingthe head.

Divide the class into groups of five or six students. Choose onemember of each group to leave the- 'room. The remainingmembers retold that they must communicate nonverbally to

22

18 PERCEPTION & COMMUNICApON

their teammate when he or she' returns. All groups are assignedthe same message. Team members in the grou,p may not leavetheir desk nor can they literally perform the task. The challengeis to get the student outside the room to perform a task when he orshe returns without actually telling the student. When themessage is clearly .understood by each group, the outsiders arebrought in and asked to reporeto theirown group. The team f-Hosucceeds first in getting their teammate to perform the taskreceives 10 points. The game enntinues with new instructionsand different people leaving the room until time is up or until allthe instruc_tions, have been used. Sample directions include thefollow i ng:'

Hop on one foot around in a circle.Find a green book.'Write your name on the blackboard.Find a paper cup.Pat the heads of all members in another group.Pretend to play a, game of hop-scotch.Find a newspaper.;

Banana GameIn order to demonstrate that we often fail to take adequate

time to perceive the world- aroinol us, hring a sack of freshbananancr oranges (one piece -of fruit for every two students) toclass. Ask -various students to describe their perceptions of thefruit. The dekriptions will all sound similar. Then divide theclass into pairs with one teammember facing the wall. Give the

. other person a banana and ask him or her to describe it vividly tothe teammember. The-deFripti JR should take about five or tenminutes, as ail -distinctive characteristics mu'Stebe described.After this is done, collect the fruitanil put it in-a pile on the table.The second membertof each team must try to identify the piece of

-fruit described by his or her teammember. Generally, about 95percent accuracy will result. Discuss with the class the idea that_even items that appear to be alike can bepereeived differentlythrough .careful-study and observation.

.Perceiving People(Stereotyping)Have the students work, on activities involving people. For

example. show theStudents a series of pictures in' which peopleare shown doing warious things. Have the students write theirperceptions of each person..in small groups, have the studentscompare their perceptions with others in the class. Wliat are thedifferences? Discuss why-these differences occur..

28

1

PRACTICE 19

Put five items of personal attire and/or grooming tools on yourdesk. These could be. a cowboy- "hat, large or gaudy earring,leather sandal, Afro comb,..or school letterjacket. Each student is

.'`.to write a 200-word paper on the type of individual who wouldown and use such an objec Afterwards, the students should readtheir -papers to the el s. Discussion follows. the otherstudents agree with t e perceptions? Can anyone,' think ofpossible exceptions to t, e perceptive-descriptions?

Divide the class into small groups of four or five. On the basisof past 'experiences/and attitudes, have each student orally

< . describe to the others in the group his or her perceptions of aIteacher, a parent, a police officer, a politician, and a bankpresident. Through small group interaction, have the membersof each group pool their ideas until.they come up with a basicdescription on which all'(or most) can agree. Have all the groupspresent their results to the rest of the class.

Have each. student plan and present orally a characteranalysis of a television personality. Emphasize the importance of

- going beneath the surface of the character'. The studerit shouldconsider dress and appearance, mannerisms and habits,. andrelationships to others oiv the same show. On the basis of thisPerception of a televisiOn personality, would the student enjoyhaving the selected celebrity as a close personal friend? Why orwhy not?

Differing PerceptionsAn interesting exercise to illustrate differing perceptions is to

conduct a mock trial in which the same evidence iK perceiveddifferently by those participatingjurors, witnesses; and court-rooni personnel. If possible and convenient, take the students on afield trip to a courtroomto actually witness a trial or part of onewould be most helpful. From the experience of observing a court-room scene; the students will be better able to peiceive thevarious roles and their relationships to one another. In the eventthat a field trip cannot be arranged, you might try to get a videotaped 'television program of a trial, such 'as "Perry Mason" or"Owen' Marshall," so that the students can view the procedure.Assign each student a rolejudge, bailiff, defendant, districtattorney, defense attorney, and witnesses. Invite another class(perhaps a government class) to serve as jury and audience. Asmall committee can be appointed to create the case, or theteacher can establish the situation. It is usually more workable ifthe actual crime can be re-created with witnesses "planted"where needed. Care must be taken to insure that the case will not

24

20 PERCEPTION & coriAmt7N1cATI0N

a.- be an obvious one; there must be circumstantial evidence and

unknown facts. Given pre-arranged facts, the students impro-vise their roles as they perceive them. Trials could be conductedfor automobile "casualty claims, arson, murder, embezzlement,

,or whatever. A rf example of a situation is outlined briefly here.Charge: Robbery. 1

Situation: The principal's office at Central' High School houses theschool safe. On the njght of September 18, the office was broken intoand the entire safe was stolen. Authorities estimated that almost$5,000 was in the safe which contained money from ,the cafeteria,proceeds from a school musical production; vending machinemoney,and money collected for ,school. pictures. Entry was gained bybreaking a window in t;fie boys' restroom near the office and the glassydoor of the office. The're were.no fingerprints. The only thing takenwas the safe. The robbery was discovered early the next morningat5:45 a.m. by the chief custodian when he arrived for work. Three dayslater, the empty safe was found at the county dump grounds. The doorhad been completely blown' off.

Dsfriishint: Joe, a senior football player at Central High, was arrestedand brbught to trial. He claimed that hewas simply driving aroundtown by himself on the night of the robbery. There were no witnessesto verify his alibi.

)

Wit lte,tig A: Sue, Joe's girlfriend, clairhed that she was wititJoe thatnight until about 10:00 p.m. He seemed normal and natural when hetook her home.

Witnuss B: Coach Higgins, head football coach, testifies that Joe wasbitter toward the school for being kicked off-the football team forviolating training rules. He adds that Joe hadpromised "to get even."Witness C: George, Joe's best friend, is used as a character witness totell what a fine person Joe is.

Witness 1): Frank, a schoolmate, heard Joe threatening to do some-thing "awful" to the school. Joe made this threat while they wereeating in the school lunchroom one day.Witness E: Mr. Jones, a car salesman, says that Joe bought a new carseveral days after the robbery.Witness F: Mr. Durham, Joe's father, insists that Joe was in need ofnothing; he had probably saved money from summer jobs tccpay forthe car, but he was not sure whereJoe got the money. He claims thatJoe has never been in'any kind of trouble before:Witness G: Betty, a friend, says that she saw a car that could havebeen Joe's driving toward town from the county dump ground on thenight in question:

Additional witnesses may be added as needed. Class time will

25

PRACTICE . 21

be needed to prepare for the trial. Each person nods to ha e hisor her role and testimony clearly in mind. It is advisable tO,Cleareach story with a coordinator (usually the:teacher) to make surethat glaring inconsistencies and overlap do not exist. All. rolesmust be improvised to include items that are. above and6eyondthe bare facts.

A video-tape recording of the prOceedings would be helpful. Atthe completion of the activity, the tape could be teplayedfor thepurpose of discovering different petcePtions of the 'evidencepresented.

Reacting to Loaded Words .

.;;;,,,Iter discussing wayS in wh ch langitage'affects people, talkabout "load d" words andthe actions gained from the use ofsuch words. ry,some of the owing:

Have the students bring magazine ads to class and explainhow "loaded" words are used to sell a product. Also have themreview editorials in the local newspaper and discuss the use of"loaded" words.

Provide the students with a list of loaded words. Ask eachstudent to write a paragraph using at least five such words. Havethe students-read the paragraph to the class. What is the reactionof the other studenp? Does the use of "loaded" words make a.diffqrenee in the message perceived? How?

Instruct the students to write'twii paragraphs; one in whichthe language is descriptive, but ordinary; the other should bewritten 4ith the same message in mind, but with the use of."loaded" ',Words.' Discuss the different reactions' to the twoparagraphs each student reads to the class. Can the studentsidentify the " ords?

Jumping to Couclu ionsWe are often guilty of jonpingto hasty conclusions 'without

considering all known facts with precision. Instruct the'studentsto read the story below and then respond to the questions:

,A green automobile, parked in front of the home oft'arles Brown at3329 Greenwood Street, is observed. Carrying a black bag, a greyingman gets out of the car and immediately slips on a roller skate.T F . A. The car parked at 3329 Greenwood Street is green.T F B. The occupant of the car is a doctor.T E .C. Someone is sick at the Brown's house.T F - The Browns have children.T F E. The man driving the car has grey hair.T F F. Charles Brown lives at 3329 Greenwood Street.

22 PERCEPTION Sr COMMUNICATION

F G. The man hurt himself when hetfell.T F H. The sidewalk was hazardous because of the roller

skate.T 1,z I. The man in the car carried a black bag.T F J. The Browns are expecting a visitor.

Have the students explain orally their perceptions of the episodeand defend their answers to the statements. Talk about thedangers of making hasty conclusions in communication.

Perception from Another ViewpointStudents should be encouraged to consider the other side of

situations, controversies, or questions. Using activities thatchange the usual perspective or expectations of students givesthem an opportunity to experience and talk about viewpointsother than their own. Imaginations are given practice; creativityis employed. There are any number of situations that could beused to provide' experience in perceiving from another view-point, but here are some suggestions (all of these are to bepresented orally).

Have the students pretend to be tiny ants who are sent out ofthe ant hill to find an insect for food. How would an ant perceiveour world?

We hear a lot these days about unidentified flying objectsand'little green people from outer space. Instyuct the -students toorally describe our planet from the viewpoint of a visitor fromanother planet. Compari§ons of the two planets might be used.

Have the students select a well-known story, such as "Beautyand the Beast," "The Three Pigs," "Jack and the Beanstalk," or"Hansel and Gretel," and tell the story from a viewpoint otherthan the one already known, for example, from the standpoint ofthe beast, the wolf, the giant, or the witch.

Group DiscussionDivide the class into groups-of five. Assign each group a

different topic in which their perceptions are important. Thefollowing are suggested topics:

How we perceive "Utopia."Our perception of being a success in today's world.Our perception of current teenage problems.Our perception of the ideal school building.

Allow the students to work in class at least one day to preparetheir discussion presentation. They need to toss around theirideas and come up with some concrete suggestions and thoughts.

27

s

PRACTICE 23

Have the students present,their discussion to the rest of the class,allowing time at the end for questions, answers, and comments.

Beliefs and Assumptions ,

Have each student prepare a three-minute oral presentationon a belief or assumption that they have always had. Appropriate"topics might include the following:

Girls are smarter than boys.Women are more emotional than men.,All politicians are corrupt.Female drivers are more prone to accidents than males.Rich people 'get all the tax brelaks.If a family has only one child, that child is spoiled.A broken mirror will bring seven years of bad luck.After each student's presentation, allow time for the class to

evatiate his or her long-held, assumptions and beliefs. Are thestudent's perceptions accurate? Does the entire class agree withthe student? Why or why not?

Keeping the same topic, have- each student research in'thlibrary for evidence from expctrts and then orally present theresults, which should eithel- confirm or deny the student'soriginal belief.

Holiday PerceptionsAllow students to select (or assign) an American or foreign

holiday for study. In this activity, each student N to give an oralpresentation of his or her perceptions of a particula'r holiday. The;information may be based on research or personal experienceor both. Traditions associated with the day, why the day iscelebrated, who observes the holiday, why that Particular date isof importance, and who decided on the holiday should beincluded. If feasible, the student might even offensuggestions forimproving the celebration. It would also be interesting to knowhow that particular individual celebrates that special day(assuming that cit is celebrated). Contrasting perceptions ofholidays would also be of interest, such as Christmas as perceivedby a Jewish student and by a Christian student.

Taping,ObservationsWith a cassette tape recorder, have students locate themselves

and a partner in a suitable place in your school (library,classroom, lunch room, band hall, gymnasium, etc.). Have thestudents spend five minutes observing their location; then,

PERCEPTION & COMMUNICATION

1 retreating ty a secluded corner, each student is to record-his or4, her own obsyrvations. When the recording session is finished,

each is te return to the regular classroom and compare therecordings With "their partner to see what was like and/ordifferent. Have the students make a list of the similarities anddifferences; then have them return to their location and checkthe list, noting things that were missed. Allow each team to talkabout the differences, and then hold a class discussion: Why weresome things seen by some students but not by others? Did thestudents include only what they yould see, or did they list thesounds and smelts as well? Did they include how they felt there?flow thorough were the descriptions?

Perceptions Based on ResearchThere are many opportunities for students to benefit from

doing research on particular subjects to reinforce or establish aspecific perception of a topic. Students need experience insearching for facts and learning to use a variety of sources for ,

gaining information. In doing research, the students benefitfrom practice in conveying their knowledge and perceptions toothers as well as getting valuable experience in researchtechniques.

Preparing an oral report op their perceptions of anotherculture //is an interesting activity the students might undertake.EmphAsiS should be on unusual customs and habits, traditions,mode of dress, political and religious views, economic conditions;and so on. They should be encouraged t,o use as many differentsources as they can find in order to insure accuracy and fairnessin perceptions. Plenty of time should be allotted for adequatepreparation: the presentation, information, ideas, and speakingtechniques should be of prime importance.

Miscellaneous Perception ExercisesI. On a day when there are many 'billowing clouds, take the

class outside to observe them. Let each student discuss whatformations or constructions he or she sees, in such a waythat others in the class may perceive the same formation.

2. Have students write word balloons for facial pictures takenfrom magazines.or b6oks. Baby pictures are perfect. Havethem explain the reason for choosing those words.

:3. Have the students give an oral presentation where theydescribe their perceptions of a delirious meal. Why and howels such a meal delicious?

29,

PRAcTICE 25

-1. Divide the class into partners. Blindfold one partner and ;

have the other rtner lead the blindfolded student aroundthe school. T re should be no talking during the tour. Havethe studen report their thoughts and feelings of theexperien when all are back in the classroom.

5. Discus the life of Helen Keller and consider what life musthave pn like for her. - ,

.

G. A:ik/ the students to describe orally their perceptions of,' ,some object from two different posit ions..For example, they.could describe their per ptions of an automobile whilestanding across the street. .ontrasted with .their percept

of that same automob le from a kneeling positionat the bumper of the car. Or. they could describe an endtable while seated in a chair and while lying on the floor.

_ This activitiy clearly illustrates the importance of Position 'and location in determining our perceptions.

7. Instruct the students to prepare an oral. presentation inwhich they explain the possible perceptions of four--different people in- the same situation. Since our personal ,,,

interests, backgrounds, and expectations dictate a largeportion of our perceptions, various individuals would

\ 'obviously perceive differently. For eXa pie, hOvv would an .

old lady,.a teenager, a preacher, and five-year old childperceive a rock concert?

NOTES1. Newsweek. February' 1.5, 1965, p. 57.2. Ibid.. p. 56. _

3. Life, October 22, 1971, P. 63.. Adapted from Webster's New International Dictionary of the

English Lang-Mile 2nd ed. (Springfield, Mass.: G. & C.Merriain Co.. 1952), p. 1070. .

5. The idea for this activity was taken from Teaching HumanBeings: 101 Subversive Activities for the Classroom by JeffreySchrank (Boston: Beacon Press, 1972), p. 7. [ED 064 869]

6. The idea for this activity was taken from Our World andWelcome to It: A Handbook for Environmental Education by

,, Jack Seilheimer and Ed Lane, ca. 1973. [ED 082 968]7. The idea for this activity was taken from The Interpersonal

C Bommunication ook by Joseph A. DeVito -(New York:Harper & Row, 1976), p. 320. __

Additional Referrces

Brown. Charles T.. and Van Riper, Charles. Communication in HumanRelationships. Skokie. Ill.: National Textbook Co 1973.

Campbell, David. If You Don't Know Where You're Going. You'llProbably End Up Somewhere Else. Niles, Ill.: Argus. Communica-tions. 1974.

Cherry, Colin. On Human Communication: A Review a Surrey and aCriticism. Cambridge. Mass.: M.I.T. Press. 1966.

Galvin, Kathleen, and Book, Cassandra. Speech-Communication. Skokie.Ill.: National Textbook Co.. 1972.

, HybelU, Saundra, and Weaver, Richard L. Speech-Comm an ica t ion. NewYork: D. Van Nostrancy Co., 1974.

Keltner, John W. Interpersonal Speech Communication. Belmont.Calif.: Wadsworth Publishing Co.. 1970.

Krupar, Karen R. Communication Games. New York: Free Press, 1973.Makay, John J., and Gaw, Beverly A. Personal and Interpersonal

Communication. Columbus,Ohio: Charles E. Merrill Publishing Co.,1975.

Mortensen, C. David. Communication. New York: McGraw-Hill BookCo., 1972.

Peterson. Brent: Goldhaber, Gerald: and Pace, R. Wayne. Communica-tion Probes. Chicago: Science Research Associates, 1974.

RobinsoiNCarl F., and Becker, Albert B. Effective Speech for theTeacher. New York: McGraw-Hill Book Co., 1970.

Rothwel I, J. Dan, and Costigan, James 'interpersonal Communication:Influences and Alternatives. Columbus, Ohio: Charles E. MerrillPublishing Co.. 1975.

,Ruben, Brent D., and Budd, Richard W.Human Communication Hand-book: Simulations and Games. Rochelle Park, N. J.: Hayden Book Co.,1975. [ED 101 397)

Stewart, John. ed. Bridges Not Walls: A Book about Interpersonal Com-munication. Reading. Mass.: Addison-Wesley Publishing Co., 1973.

31

Other Titles in'the Theory Into Practice SeriesGroup-Impiiry Techniques for Teaching Writing by Thom Hawkins.

1976. (ERIC/RCS and NCTE) NCTE Stock.-No. 18976. members$1.40, nonmembers $1.50.* .., _

Individualizing Writing in the Elementary Classroom by Iris M. Tiedt.1975. (ERIC/RCS and NCTE) NCTE Stock_ No. 23058. members$1.25. nonmembers $1.50.* -

/nso-netion in and about Small Group Discussion by Kathleen Galvinand Cassandra Book. 1975. (ERIC/RCS and SCA) SCA members$1.40. nonmembers $1.50.

Instruction in Conflict Resolution by Fred Jandtand Mark Hare. 1976.(ERIC/RCS and SCA) SCA members $1.40. nonmembers $1.50.

Intercultural Communication by Eileen Newmark and Molefi K. .

Asante. 1976. (ERIC/RCS and SCA) SCA members $1.40, non-me,mbes $1.50. \

Introduction Ot.Film Making Robert E. Davis. 1975. (E RIC/RCS andS('A) 8CA Members $1.40. nonmembers $1.50..

Nonverbal Communication in the Elententary Classroom by Mary 0.Wiemann and John M.,Wiemann. 105. (ERIC/RCS and SCA) SCAmembers $1.40. nonmembers $1.50.

Observing and Writing by George Hillocks,. Jr. 1975. (ERIC/RCS andNCTE I NCTE Stock No. 33967, members $1.00, nonmembers$1.10.*

Mad, ing Interviewi tig for CareerPreparation by Charles Stewart. 1976.(ERIC/RCS. ERIC /LICE. and SCA) SCA members $1.40. non-members $1.50,

Theater Games: One Way into Drama by James Hoetker. 1975.(ERIC/RCS and NCTE) NCTE Stock. No.. 53623, members $1.40,nonmembers $1.50.*

'k-Available from the National Council of Teachers of English,1111 Kenyon Road. Urbana. Illinois 61801.

Another educational publication is also well-known by the titleTheory Into Practice (TIP). Although ERIC/RCS is not affiliatedwith that publication, published five times yearly bythe College ofEducation, The Ohio State University, we endorse its goals andpurposes. Each issue of this award-winning journal focuses on asingle topic of interest to educators. For subscription informationcontact Dr. Charles M. Galloway, editor, 29 West Woodruff,Columbus, Ohio 43210.